Collaboration And Coaching For Inclusive practices

COLLABORATION AND COACHING FOR INCLUSIVE PRACTICES

Building Collaborative Partnerships through Coaching and UDL Principles for Effective Implementation of Inclusive Practices

PRESENTATION TAKEAWAYS

1. Overview of Implementation Science2. Coaching and Collaboration Scalability3. Video Applications for Professional

Development4. Universal Design For Learning

Resources5. Inclusive Practices Scalability

IMPLEMENTATION SCIENCE

Adapted from Kiser, Blase, & Fixsen, 2013

WHAT IS COACHING?

A COACH BUILDS UPON …

Knowledge

Confidence Reflection

Action/Practice

Rush & Sheldon, 2005

COLLABORATION AND COACHINGResearch –evidenced basedDefinition

Tell me, I forget.Show me, I remember.

Involve me, I understand.

Chinese Proverb

IMPORTANCE OF JOINT PLANNING

Engaged Learner

Active Involvement

Participation

Throughout Process

Trivette, 2009

BUILDING THE COACHING RELATIONSHIP

Develop trust and rapport

ListenFacilitate

self-reflection

Effective Feedback

– both Coach and

Partner

MOTIVATION AND EMPOWERMENTHow do we motivate others?

Why is empowerment so critical?

OBSERVATION AND ACTION/PRACTICE

The Coach observes the

team member in action

The Team Member may

observe the coach demonstrate

additional strategies

The Team Member practices

use of new strategies or

incorporates new knowledge into

action.

ACTIVE INVOLVEMENT IN THE LEARNING PROCESS

Multiple Collaborative

sessions

Try out new Practice

Evaluation/Assessment

Reflection

VIDEO FOR REFLECTION

COACHING WITH VIDEO SELF-MONITORING

Enhances reflection process

Can be used to build self-reflection skills

Allows for repeated observation and review

of action/practices

UDL IN EARLY CHILDHOODUDL in early childhood is the intentional design of early intervention programs that enable all children to access, engage in, and learn. Universal design of early education means designing early education environment settings so all children may access and engage in all learning opportunities based on their individual strengths and abilities in multiple ways.

MULTIPLE MEANS OF REPRESENTATION

MULTIPLE MEANS OF REPRESENTATION

MULTIPLE MEANS OF EXPRESSION

MULTIPLE MEANS OF EXPRESSION

MULTIPLE MEANS OF ENGAGEMENT

VIDEO OF DAVID (UDL EXAMPLE)

I. Multiple Means of Representation

II. Multiple Means of Expression

III. Multiple Means of Engagement

1. Provide options for perception

4. Provide options for physical action

7. Provide options for recruiting interest

2. Provide options for language, mathematical expressions, and symbols

5. Provide options for expression and communication

8. Provide options for sustaining effort and persistence

3. Provide options for comprehension

6. Provide options for executive functions

9. Provide options for self-regulation

MESSAGE TO COMMUNITY PARTNERS

“”

I think it’s truly important to know that there are success stories out there.”

Patti Adkins, Wicomico County

SCALABILITY

RESEARCH BACKGROUND• Implementation Science Framework• Enhancing Professional Development Practices

• Adult Learning Principles• Coaching and Collaboration

• Video Enhanced Reflection• Evidenced-based Practices

• Universal Design for Learning Principles• Inclusive Practices

PROJECT GOALS• To enhance practitioner skills in UDL and collaborative practice

using job- embedded professional development activities to support the state’s goal to close the achievement gap for all children.

• To establish a cadre of coaching trainers for each jurisdiction to promote and enhance professional development of early care and education providers in evidenced-based practices.

• To promote inclusive opportunities in early care and education settings, specific to each jurisdiction’s needs, for children with disabilities, ages 3-5, using evidenced based coaching practices.

• To build jurisdictional and state toolkits that are designed to support and sustain the professional development outcomes beyond the scope of the direct program involvement.

KEY COMPONENTS

1. Trainer of Trainers Model2. Personalized to the needs of each

jurisdiction3. Online Toolkit 4. Video Modeling and Reflection

PROJECT STEPS

• Planning meeting with the Jurisdictional Partners for Grant Development and Goals

• Needs Assessment Survey• Implementing Training Support and

Resources• Assessing Impact and Sustainability

PROJECT ACT PARTNERSHIP

INCLUSIVE PRACTICES

Video Demonstration (project ACT Example of Little big Girl) – have sharon do this piece and talk about how they support inclusive strategies)

ALLEGANY• Building a Core

Group of Experts in Coaching and Inclusive Practices

• Coaching for Transitions

ANNE ARUNDEL

Collaboration AcademyCollaboration for Successful Transitions

WICOMICO

• Professional Development in Coaching and Inclusive Practices

• Applying the Use of Video into Practice • Transdisciplinary Days – Building in

Reflective Opportunities• Hanen Training

HARFORD• Development of Year

Three Workshops for Child Care Providers

• Training of Trainers’ model for the CARA’s Kit

• Training of Trainers’ model for coaching in informal care settings

TECHNOLOGY TOOLS

DROPBOX FOR STORAGE

PANOPTO FOR COACHING

SUMMARY AND REVIEWVisit us: http://education.jhu.edu/PD/newhorizons/ITPC/UDL

CONTACT USJohn Castellanijcastellani@jhu.edu

Beth Boylebeth.boyle@jhu.edu

Linda Tsantistsantis@jhu.edu

• Kiser, L., Blase, K.A., & Fixsen, D.L. (2013). The hexagon tool: Exploring context. Chapel Hill, NC: The National Implementation Research Network, FPGChild Development Institute, University of North Carolina at Chapel Hill

• Rush & Shelden. (2005). Evidence-based definition of coaching practices. CASEinPoint, 1(6).

• Rush, Shelden, & Hanft. (2003). Coaching families and colleagues: A process for collaboration in natural settings. Infants and Young Children, 16, 33-47.

• Rush, Shelden, & Raab. (2008). A framework for reflective questioning when using a coaching interaction style. CASEtools, 4(1).

• Trivette, C. M., Dunst, C. J., Hamby, D. W., & O'Herin, C. E. (2009). Characteristics and consequences of adult learning methods and strategies [Winterberry Research Syntheses, Vol. 2, Number 2]. Asheville, NC: Winterberry Press.

Trivette (2009). Participatory adult learning professional development strategy: Evidence and examples.